A 23-item questionnaire was sent to secretaries of education committees in state legislatures and departments of education of all 50 states to obtain data on (1) the basis of intrastate and interstate credit transfer, (2) how migrant students' academic program can be planned to provide continuity, (3) how credit transfers are made, (4) how many states and school districts have an interstate credit transfer policy and program, (5) whether local education agencies (LEA's) can exceed curricular mandates, (6) whether it is possible for school districts to offer flexible school schedules for migrant students, (7) how the credit transfer system and the education of migrant students can be improved, and (8) whether migrant students should be required to take minimum competency tests. Of the 40 states responding in the request to complete the questionnaire, 4 (California, Hawaii, South Dakota, and Rhode Island) declined for various reasons. Among the questionnaire responses were that basic skills were ranked as top priorities, with medical and nutritional needs second; 16 states had no interstate credit transfer policies or agencies; 8 states had policies and agencies for interstate credit transfers; 10 states had intrastate policies and agencies; and the most often stated basis for credit transfer decisions was the number of clock hours completed by the student and the grade received. (NQA)